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Ramdani Putra Setiawan
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Journal of Science and Mathematics Education
Published by Lembaga Publikasi Ilmiah Nusantara
ISSN : -     EISSN : 30900336     DOI : https://doi.org/10.70716/josme
Core Subject : Science, Education, Agriculture, Engineering,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics
Journal of Science and Mathematics Education (JOSME) is a multidisciplinary and a medium of communication for researchers, academicians, and practitioners that provide a means for sustained discussion of relevant issues that fall within the focus and scopes of the journal which examined empirically. JOSME covers issues such as ethnomathematics and ethnoscience, which connect local wisdom and cultural practices with science and mathematics education; innovative learning media and technology, exploring digital and hands-on tools to enhance conceptual understanding; culturally responsive teaching and learning models, incorporating students’ cultural backgrounds to promote engagement; and culturally insightful assessment and evaluation, focusing on developing fair and inclusive evaluation tools that reflect cultural diversity. JOSME also accepts articles addressing specific and unique topics in science and mathematics education, enriching the field with diverse cultural insights and interdisciplinary approaches.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 30 Documents
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Strengthening Logical Foundation in Mathematics: A Pathway to Enhance Reasoning Skills Choudhury, Hitesh
Journal of Science and Mathematics Education Vol. 2 No. 1 (2026): Journal of Science and Mathematics Education, March 2026
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/josme.v2i1.395

Abstract

Logical thinking serves as the backbone of understanding mathematics which helps learners to connect concepts, justify methods, and construct meaningful explanation. Many students acquire procedural competence to solve a mathematical problem but they remain unable to clearly explain the reasoning that justifies each mathematical step. This gap between performing mathematical problem and explaining solutions undermines conceptual understanding and hinders the development of higher-order reasoning abilities. This research paper addresses this issue by presenting a structured pathway for rebuilding a clear and structured logical framework for mathematics learning. This proposed framework emphasizes on deliberately integration of symbolic logic and formal inference rules into regular mathematical pedagogy. The explicit incorporation of logic within problem-solving practices helps learners to move beyond intuitive thinking toward well-justified reasoning. In support of this objective, this study presents three interrelated approaches: Reasoning Reconstruction Model (RRM), Step–Reason Mapping (SRM) and Logic-Integrated Mathematical Expression (LIME). Together, these approaches support students in structuring their thinking, aligning each solution step to logical rules and rebuilding coherent mathematical arguments.
Assessing Higher-Order Thinking Skills in Mathematics through Project-Based Learning at Sekolah Menengah Chung Hwa, Brunei Darussalam. Hajar, Siti; Salleh, Amirah
Journal of Science and Mathematics Education Vol. 2 No. 1 (2026): Journal of Science and Mathematics Education, March 2026
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/josme.v2i1.406

Abstract

Developing students’ higher-order thinking skills (HOTS) is a critical goal in mathematics education, as it enables learners to analyze, evaluate, and create solutions to complex problems. This study aimed to assess the effectiveness of Project-Based Learning (PjBL) in enhancing HOTS among secondary school students at Sekolah Menengah Chung Hwa, Brunei Darussalam. A mixed-methods approach was employed, combining quantitative and qualitative data. The study involved 60 students from grade 10, who participated in mathematics projects designed to promote critical thinking, problem-solving, and creative reasoning over a six-week period. Data collection included pre- and post-tests measuring HOTS, classroom observations, and student interviews to explore experiences and perceptions of PjBL. The quantitative results indicated a significant increase in HOTS scores after the intervention, with the average post-test score rising from 62.5 to 81.3. Qualitative analysis revealed that students were more engaged, collaborative, and reflective during the project activities, demonstrating the ability to apply mathematical concepts in real-world contexts. These findings suggest that integrating PjBL in mathematics instruction not only improves students’ cognitive skills but also fosters motivation and deeper understanding. The study highlights the potential of active, student-centered learning approaches to cultivate essential skills for the 21st century. Implications for curriculum design, teacher training, and future research on enhancing HOTS in mathematics are discussed.
Augmented Reality–Supported Learning and Its Effect on Secondary Students’ Conceptual Mastery of Geometry at Nanyang Girls' High School Tan, Wei Ling; Aishah, Siti
Journal of Science and Mathematics Education Vol. 2 No. 1 (2026): Journal of Science and Mathematics Education, March 2026
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/josme.v2i1.407

Abstract

Mathematics education, particularly in the domain of three-dimensional geometry, often demands high-level spatial visualization skills, posing a significant cognitive barrier for many secondary students. Conventional teaching methods relying on two-dimensional representations are frequently insufficient to elucidate spatial complexities. Augmented Reality (AR) technology offers an innovative pedagogical solution by projecting virtual objects into the real environment, bridging the gap between abstract representations and concrete understanding. This study aims to empirically evaluate the effectiveness of AR-supported learning on geometry conceptual mastery among students at Nanyang Girls' High School. The research employed a quasi-experimental design with pre-test and post-test measures on non-equivalent control groups. Participants comprised secondary level students divided into two groups: an experimental group utilizing AR applications to interactively visualize, manipulate, and dissect geometric solids, and a control group using traditional text-and-image-based learning media. Assessment instruments focused on deep conceptual understanding of solid properties, geometric transformations, and spatial relationships. Statistical analysis revealed a significant difference in the mean post-test score improvement of the experimental group compared to the control group ($p < 0.05$). These findings indicate that the interactive visualization features offered by AR effectively assist students in constructing more accurate mental models and achieving stronger memory retention of complex geometric objects. Beyond cognitive gains, qualitative data also noted increased student motivation and active engagement during the exploration process. This study concludes that AR integration is a valid instructional strategy for enhancing geometry mastery and recommends the development of mathematics curricula that are more adaptive to immersive technologies at the secondary level.
Collaborative Learning and Its Effect on Statistical Literacy at Sekolah Menengah Pengiran Anak Puteri Hajah Masna, Brunei Darussalam. Hamid, Ahmad Fauzi; Rahman, Nur Aisyah
Journal of Science and Mathematics Education Vol. 2 No. 1 (2026): Journal of Science and Mathematics Education, March 2026
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/josme.v2i1.408

Abstract

Statistical literacy has become an essential competence in secondary education due to its critical role in data-driven decision-making. This study aims to examine the effect of collaborative learning on students’ statistical literacy at Sekolah Menengah Pengiran Anak Puteri Hajah Masna, Brunei Darussalam. A quasi-experimental design with pre-test and post-test was employed, involving an experimental group exposed to collaborative learning strategies and a control group taught using conventional methods. The sample comprised 60 upper secondary students selected through purposive sampling. Data were collected using a validated statistical literacy test and analyzed using paired and independent t-tests to assess significant differences between groups. Findings indicate that students participating in collaborative learning demonstrated significantly higher gains in statistical literacy compared to their peers in the control group. Specifically, collaborative learning enhanced students’ ability to understand statistical concepts, analyze data, interpret graphs, and solve statistical problems effectively. These results suggest that collaborative learning provides a conducive environment for fostering analytical thinking and practical application of statistical knowledge. The study recommends the systematic implementation of collaborative learning strategies within the mathematics curriculum to promote statistical literacy at the secondary level. Furthermore, this research highlights the potential for further studies exploring the impact of collaborative approaches on numerical literacy and critical thinking skills in broader educational contexts. Overall, collaborative learning emerges as a viable pedagogical approach for developing competent, data-literate students capable of navigating an increasingly information-driven world.
Enhancing Numeracy Skills through Realistic Mathematics Education: A School-Based Study at Sekolah Kebangsaan Seri Suria Rahman, Ahmad Farid; Zulkifli, Nur Aisyah
Journal of Science and Mathematics Education Vol. 2 No. 1 (2026): Journal of Science and Mathematics Education, March 2026
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/josme.v2i1.409

Abstract

This study aims to examine the effectiveness of the Realistic Mathematics Education (RME) approach in enhancing students’ numeracy skills at Sekolah Kebangsaan Seri Suria. Numeracy is a fundamental competence that supports students’ ability to apply mathematical concepts in real-life contexts; however, many primary school students experience difficulties in connecting abstract mathematical ideas to everyday situations. To address this issue, a quasi-experimental design with a pre-test and post-test control group was employed. The participants consisted of 60 Year 5 students divided into an experimental group receiving instruction through the RME approach and a control group taught using conventional methods. Data were collected through standardized numeracy tests and classroom observation sheets. The results indicated a statistically significant improvement in the experimental group’s post-test scores compared to the control group. Students exposed to RME demonstrated better conceptual understanding, problem-solving abilities, and engagement during learning activities. The findings suggest that contextual learning tasks, student-centered exploration, and guided reinvention processes embedded in the RME framework contribute positively to numeracy development. This study highlights the importance of integrating realistic contexts into mathematics instruction to foster meaningful learning experiences. It is recommended that primary school teachers adopt RME strategies to strengthen numeracy proficiency and promote deeper mathematical understanding among learners.
Analyzing Computational Thinking Skills in Mathematics Education: Evidence from Eleventh Grade Students at SMA Negeri 3 Mataram Ahmad Rizky Pratama; Dewi Lestari Putri; Muhammad Fajar Hidayat
Journal of Science and Mathematics Education Vol. 2 No. 2 (2026): Journal of Science and Mathematics Education, June 2026
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/josme.v2i2.593

Abstract

Computational thinking has emerged as a fundamental competency in 21st-century education, particularly within mathematics learning, where problem-solving, abstraction, and algorithmic reasoning are essential. However, empirical evidence regarding students’ computational thinking skills in secondary education, especially in developing country contexts, remains limited. This study aims to analyze the level and characteristics of computational thinking skills among eleventh grade students at SMA Negeri 3 Mataram, Indonesia. A quantitative descriptive research design was employed, involving 120 students selected through stratified random sampling. Data were collected using a validated computational thinking test instrument encompassing four key dimensions: decomposition, pattern recognition, abstraction, and algorithmic thinking. The data were analyzed using descriptive statistics and inferential analysis to identify trends and variations in students’ performance. The findings reveal that students’ overall computational thinking skills are at a moderate level, with relatively higher achievement in pattern recognition and lower performance in abstraction and algorithmic thinking. Furthermore, differences in computational thinking skills were observed based on students’ academic achievement levels. These results highlight the need for integrating computational thinking-oriented instructional strategies in mathematics classrooms to enhance students’ higher-order thinking skills. The study contributes to the growing body of literature on computational thinking in mathematics education and provides practical implications for curriculum development and instructional design in similar educational contexts.
Pengembangan Media Pembelajaran Berbasis GeoGebra untuk Meningkatkan Pemahaman Konsep Geometri Transformasi di Kelas XI SMA Negeri 5 Surabaya Aulia Rahma Fitri; Budi Santoso; Citra Dewi Kusuma
Journal of Science and Mathematics Education Vol. 2 No. 2 (2026): Journal of Science and Mathematics Education, June 2026
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/josme.v2i2.594

Abstract

This study aims to develop GeoGebra-based learning media for transformation geometry material in class XI Senior High School (SMA) to improve students’ conceptual understanding. The research employed the Research and Development (R&D) approach with the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). Data were collected through validation questionnaires, pre-test, post-test, and student response questionnaires involving 30 students of class XI MIPA 2 at SMA Negeri 5 Surabaya. Validation results from material experts and media experts showed average scores of 4.83 and 4.72 respectively, both categorized as very good. The N-Gain score obtained was 0.58, indicating moderate improvement in students’ conceptual understanding after using the GeoGebra-based media. Furthermore, 83.33% of students achieved the minimum completion criteria compared to only 23.33% before the intervention. Students’ positive responses reached 89.7%, indicating high acceptance and engagement with the developed media. These findings demonstrate that GeoGebra-based learning media is effective and feasible for use in transformation geometry learning.
Analisis Miskonsepsi Siswa SMA terhadap Konsep Hukum Newton Menggunakan Instrumen Four-Tier Diagnostic Test Ahmad Fauzi Ramadhani; Nuri Handayani; Muhammad Rizky Pratama
Journal of Science and Mathematics Education Vol. 2 No. 2 (2026): Journal of Science and Mathematics Education, June 2026
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/josme.v2i2.595

Abstract

Misconceptions regarding Newton's Law concepts are among the most prevalent issues encountered in high school physics learning. This study aimed to identify and analyze misconceptions held by Grade XI Science students at SMA Negeri 1 Gunungsari toward Newton's Law concepts using a Four-Tier Diagnostic Test instrument. A descriptive quantitative research method was employed, involving 32 students as research subjects. The instrument consisted of 20 items of Four-Tier Diagnostic Test that had been validated by experts and tested for reliability. Results indicated that 38.7% of students experienced misconceptions regarding Newton's First Law (Inertia), 42.5% regarding Newton's Second Law (relationship between force and acceleration), and 35.2% regarding Newton's Third Law (action-reaction). The highest rate of misconceptions was found in the concept of friction force and the application of Newton's Second Law in everyday life. Students tended to believe that stationary objects have no forces acting on them and that action forces are always greater than reaction forces. These findings imply the need for more contextual and cognitive-conflict-based learning strategies to remediate existing misconceptions.
AI-Powered Personalized Learning in Indonesian Senior High School Chemistry Education: Evidence from a Quasi-Experimental Study Reza Firmansyah; Novia Kurniawati; Bagas Dwi Prasetyo
Journal of Science and Mathematics Education Vol. 2 No. 2 (2026): Journal of Science and Mathematics Education, June 2026
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/josme.v2i2.614

Abstract

This study investigated the effectiveness of an AI-powered AI-powered adaptive learning platform in improving students’ academic achievement in chemistry and explored their overall learning experience. The research was conducted at SMA Negeri 3 Surabaya, involving 72 students of class XI MIPA in the 2023/2024 academic year. A quasi-experimental pretest-posttest control group design was employed. The experimental group (XI MIPA 2, n = 36) used an AI-powered adaptive learning platform incorporating artificial intelligence algorithms to personalize learning pathways, whereas the control group (XI MIPA 1, n = 36) received conventional instruction. Academic achievement was measured using a validated chemistry knowledge test covering reaction rates, chemical equilibrium, and thermochemistry, while learning experience was assessed through a structured questionnaire. The results showed that the experimental group achieved significantly higher posttest scores (mean = 83.7) than the control group (mean = 72.4), with a statistically significant difference (t = 6.43, p < 0.001) and a large effect size (d = 1.02). The experimental group also obtained a higher N-Gain score (0.61, moderate) than the control group (0.35, low). In addition, students in the experimental group reported highly positive learning experiences across all measured dimensions. These findings suggest that AI-powered personalized learning has strong potential to enhance chemistry achievement and student engagement in Indonesian senior high school settings.
Transformasi Pembelajaran IPA di MI melalui Praktikum Sederhana agar Siswa Lebih Aktif Mohammad Jefri Nabili Nur Faizin; Muhammad Suwignyo Prayogo
Journal of Science and Mathematics Education Vol. 2 No. 2 (2026): Journal of Science and Mathematics Education, June 2026
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/josme.v2i2.657

Abstract

Low student participation in science learning at Madrasah Ibtidaiyah remains a significant challenge that can affect both the learning process and students’ academic achievement. This study aimed to examine the effectiveness of transforming science instruction through simple practicum activities in enhancing student engagement. A quantitative approach was employed using a pre-experimental one-group pretest-posttest design. The participants were 30 fifth-grade students selected through purposive sampling. Data were collected through observation, questionnaires, interviews, and documentation, and were analyzed using descriptive and inferential statistics. The findings revealed that the implementation of simple practicum activities significantly improved students’ active participation in science learning. Students showed greater willingness to ask questions, express their opinions, collaborate with peers, and participate in hands-on activities. Observational data indicated an increase in the number of students categorized as active and highly active following the intervention. In addition, interview and documentation results demonstrated that students became more enthusiastic, confident, and engaged throughout the learning process. These findings suggest that the transformation of science learning through simple practicum activities is effective in increasing student engagement and fostering a more interactive, contextual, and student-centered learning environment at Madrasah Ibtidaiyah.

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